Pick a data collection method to research. Add your name to the list.
Interviews
Focus Groups: MR(Mei), JJ(Jean)
Huynh, M. Q., Lee, J., Schuldt, B. A., (2005). The insiders' perspectives: A focus group study on gender issues in a computer-supported collaborative learning environment. Journal of Informational Technology Education, 4, 237-255.
(Notes: this focus group study examines the impact of classroom technology on gender equity and learning processes. The study focuses on female student experiences in an online learning collaborative environment).
Unordered List
Zhu, W., Flaitz, J., (2005). Using focus group methodology to understand international students’ academic language needs: A comparison of perspectives. Teaching English as a Second or Foreign Language-Electronic Journal, 8 (4). Retrieved March 7, 2010, from http://www.tesl-ej.org/wordpress/past-issues/volume8/ej32/ej32a3/
(Notes: this focus groups study examies the international students' English language skills needs for academic purposes. Three focus groups were formed: international students, university faculty, university administsrators and results compared.)
Interviews: JF(JoAnn), MG(Myla)
Mills, G. (2010) Action Research, A guide for teacher researcher. Pearson Education.
Notes: Outlines the advantages of using interviews in research.
Brandell, G., & Staberg, E. (2008). Mathematics: a female, male or gender-neutral domain? A study of attitudes among students at secondary level. Gender & Education, 20(5), 495-509. doi:10.1080/09540250701805771.
Notes: This article studies whether students perceive mathematics as a gender-neutral domain or if they have conceptions of mathematics as a male or possibly a female domain. Findings show that mathematics is clearly gender marked and older students hold stronger gendered views than the younger students.
Patten, S. (2001) Interviewing and Focus Group Techniques. Retrieved fromhttp:cbr.cbrc.net/files/1075145804/InterviewingFocusGrpTechniques.pdf
Notes: One of the methods in collecting data was through Interview
Dapzury, V., & Shrivastava, P. (n.d.). Interview as a Method for Qualitative Research. Retrieved March 07, 2010, from http://www.public.asu.edu/~kroel/www500/Interview%20Fri.pdf
Notes: This powerpoint outlines the different types of interviews used in qualitative research.
Surveys
MC
Saengsuwan, Washirasorn; Boonprakob, Manat; Wongyounoi, Somson; Teanrungroj, Sirinoot. (2009).Survey of Science Teachers and Students' Opinions on Learning Ethics in a Science Classroom, International Journal of Learning, 2009, Vol. 16 Issue 11, p325-336, 12p, 3 charts, 4 graphs; (AN 47566517)
Database: Education Research Complete
Notes: Mailed questionaires to students and techers (high school). 92% of students responded ethics in science is important. Teachers and students agreed ethics should be a requirement
KK
Jones, James G.(2008)'Issues and Concerns of Directors of Postsecondary Distance Learning Programs Regarding Online Methods and Technologies', American Journal of Distance Education, 22:1,46 — 56
Notes: Used two forms of data collection (online survey & semi-structured interviews) to gather information of issues and concerns of directors of postsecondary distance learning programs.
VV
Obringer, S., & Coffey, K. (2007). Cell Phones in American High Schools: A National Survey. Journal of Technology Studies,33(1/2), 41-47. Retrieved from Academic Search Premier database.
Notes: This article used a paper-based survey to determine school policy and practice regarding cell phone use by teachers and students.
Olsen, D., Wygant, S., & Brown, B. (2004). Electronic Survey Administration:Assessment in the Twenty-First Century.Assessment Update, 16(3), 1-15. Retrieved from Academic Search Premier database.
Notes: This article discusses issues relating to the use of electronic data collection in educational assessment. Significance of electronic data collection in educational surveys; Issue concerning comparative costs associated with electronic and paper surveys; Differentiation of data gathered electronically from data collected by way of paper forms.
* Tia is part of the Survey group but was not included above.
Cauley, F., Aiken, K., & Whitney, L. (2009). Technologies Across Our Curriculum: A Study of Technology Integration in the Classroom. Journal of Education for Business, 85(2), 114-118. Retrieved from Academic Search Premier database.
Notes on this article: Survey given to undergraduate students in business classes to assess computer comfort levels using computers and specialized software that analyzes business problems. Was helpful because they used a paper-based survey instead of an electronic one which could have caused them to lose some of the subjects who didn't feel comfortable enough to take an electronic survey.
DS
Yawn, B., Wollan, P., Kurland, M., & Bertram, S. (2006). Comparison of Parent and Student Responses to Asthma Surveys: Students Grades 3-12 and Their Parents From a Suburban Private School Setting. Journal of School Health, 76(6), 241-245.
Notes: Paper-based, machine-scoreable surveys were utilized to gather information about asthma diagnoses, asthma symptoms and asthma's impact on school attendance. Questions were set at a fourth grade level but re-worded with different lead-ins depending on the intended audience which were either parents or children. Surveys were mailed out and accompanied by a prepaid return envelope. A reminder was sent out after two weeks and a second survey was sent out after three weeks to increase the response rate.
Ebel., R.L. (1970). How to Judge the quality of an objective test. University of Iowa. Evaluation and Examination Service. Technical Bulletin, 6
Notes: The article is a bit dated but addresses the importance of quality in a test.
Broekkamp, H., Van Hoult-Wolters, B., Van den Bergh, H., & Rijlaarsdam, G. (2004). Teachers' task demands, students' test expectations, and actual test content. British Journal of Educational Psychology, 74, 205-220.
Notes: This article discusses the differences between teacher test expectations and student test expectations.
SC
Muller, J. (2010). Authentic Assessment Toolbox. Retrieved from http:jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm.
Professor John Muller does a great job explaining what a portfolio is and how it can be used in multiple ways.
Weiler, R., & Pigg, J. (2004). The School Health Portfolio System: A New Tool for Planning and Evaluating Coordinated School Health Programs. Journal of School Health, 74(9), 359-364. Retrieved from Academic Search Premier database.
This article is about how they used portfolios to evaluate a coordinated school health program. They used the portfolio's to create new programs and evaluate existing programs.
NK
Sundar, J. (2006). Collaborations between teacher-librarians and classroom teachers. Retrieved March 8, 2010, from http://www.techlearning.com/article/2506 - This article covers the reflection of using collaboration between teacher librarians and classroom teachers.
Orland-Barak, L., & Yinon, H. (2007). When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse.Teaching & Teacher Education,23(6), 957-969. doi:10.1016/j.tate.2006.06.005. - This article covers the use of guided reflection in a classroom discourse and research of reflection in the classroom.
Bannink, A., & van Dam, J. (2007). Bootstrapping Reflection on Classroom Interactions: Discourse Contexts of Novice Teachers' Thinking.Evaluation & Research in Education, 20(2), 81-99. doi:10.2167/eri400.0. - This article covers a study performed on different types of reflection that can be performed.
CA Peer Review
Usually used for projects in conjunction with a rubric. Peers compare classmates work against the rubric. Often have graphic organizers to use when recording responses.
Lui, Jianquo. Pysarchik, Dawn Thorndike. Taylor, William W. (2002) Peer Review in the classroom. Bioscience; Vol. 52 Issue 9, p824, 6p, 2 Charts. Research study of the peer review process in evaluating work performance and products by peers in a graduate class.
Saito, Hidetoshi. (2008).EFL classroom peer assessment: Training effects on rating and commenting. Language Testing, Vol. 25 Issue 4, p553-581, 29p, 9 Charts, 1 Graph. Training on how to do peer assessment enhanced English as a Second Language students' comments on peers' performances..
Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528-535. doi: 10.1037/0022-0663.90.3.528
Pickens, M., & Eick, C. (2009). Studying Motivational Strategies Used by Two Teachers in Differently Tracked Science Courses. Journal of Educational Research, 102(5), 349-362. Retrieved from Professional Development Collection database.
Borko, H., Stecher, B., & National Center for Research on Evaluation, S. (2006). Using Classroom Artifacts to Measure Instructional Practice in Middle School Science: A Two-State Field Test. CSE Technical Report 690. National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Retrieved from ERIC database.
Raphael, L., Pressley, M., & Mohan, L. (2008). Engaging Instruction in Middle School Classrooms: An Observational Study of Nine Teachers. Elementary School Journal, 109//(1), 61-81. Retrieved from Academic Search Premier database.
Pick a data collection method to research. Add your name to the list.
Interviews
Huynh, M. Q., Lee, J., Schuldt, B. A., (2005). The insiders' perspectives: A focus group study on gender issues in a computer-supported collaborative learning environment. Journal of Informational Technology Education, 4, 237-255.
(Notes: this focus group study examines the impact of classroom technology on gender equity and learning processes. The study focuses on female student experiences in an online learning collaborative environment).
Zhu, W., Flaitz, J., (2005). Using focus group methodology to understand international students’ academic language needs: A comparison of perspectives. Teaching English as a Second or Foreign Language-Electronic Journal, 8 (4). Retrieved March 7, 2010, from http://www.tesl-ej.org/wordpress/past-issues/volume8/ej32/ej32a3/
(Notes: this focus groups study examies the international students' English language skills needs for academic purposes. Three focus groups were formed: international students, university faculty, university administsrators and results compared.)
Mills, G. (2010) Action Research, A guide for teacher researcher. Pearson Education.
Notes: Outlines the advantages of using interviews in research.
Brandell, G., & Staberg, E. (2008). Mathematics: a female, male or gender-neutral domain? A study of attitudes among students at secondary level. Gender & Education, 20(5), 495-509. doi:10.1080/09540250701805771.
Notes: This article studies whether students perceive mathematics as a gender-neutral domain or if they have conceptions of mathematics as a male or possibly a female domain. Findings show that mathematics is clearly gender marked and older students hold stronger gendered views than the younger students.
Patten, S. (2001) Interviewing and Focus Group Techniques. Retrieved fromhttp:cbr.cbrc.net/files/1075145804/InterviewingFocusGrpTechniques.pdf
Notes: One of the methods in collecting data was through Interview
IAR Instructional Assessment Resources: Conduct Research. (2007). Retrieved March 07, 2010, from
[[http://www.utexas.edu/academic/diia/assessment/iar/research/plan/method/intervi ew.php]]
Notes: This website defines the interview process and outlines the suggested uses and limitations of the process.
Dapzury, V., & Shrivastava, P. (n.d.). Interview as a Method for Qualitative Research. Retrieved March 07, 2010, from
http://www.public.asu.edu/~kroel/www500/Interview%20Fri.pdf
Notes: This powerpoint outlines the different types of interviews used in qualitative research.
Surveys
* Tia is part of the Survey group but was not included above.
DS
Observation
Classroom Artifacts (student work, gradebooks, teacher logs, etc.)
Sundar, J. (2006). Collaborations between teacher-librarians and classroom teachers. Retrieved March 8, 2010, from http://www.techlearning.com/article/2506 - This article covers the reflection of using collaboration between teacher librarians and classroom teachers.
Orland-Barak, L., & Yinon, H. (2007). When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse. Teaching & Teacher Education, 23(6), 957-969. doi:10.1016/j.tate.2006.06.005. - This article covers the use of guided reflection in a classroom discourse and research of reflection in the classroom.
Bannink, A., & van Dam, J. (2007). Bootstrapping Reflection on Classroom Interactions: Discourse Contexts of Novice Teachers' Thinking. Evaluation & Research in Education, 20(2), 81-99. doi:10.2167/eri400.0. - This article covers a study performed on different types of reflection that can be performed.
CA Peer Review
Lui, Jianquo. Pysarchik, Dawn Thorndike. Taylor, William W. (2002) Peer Review in the classroom. Bioscience; Vol. 52 Issue 9, p824, 6p, 2 Charts. Research study of the peer review process in evaluating work performance and products by peers in a graduate class.